EDUC 

IN 



FOR THE 

PREPARATION 
OF SCHEMES 

UNi THE 

l-.ix': : ATION 

At 



SUGGESTIONS 

FOR 

THE PREPARATION OF 

SCHEMES BY 

LOCAL EDUCATION 

AUTHORITIES IN 

WALES 

PURSUANT TO THE 

EDUCATION ACT 

1918 



(WELSH DEPARTMENT 
Ql '^T,> BOARD OF EDUCATION 



(635) 






FOREWORD 

The province of popular Education is to 
equip the men and women of this country for 
the task of citizenship. All are called upon to 
live, many are called upon to die, for the 
community. 

We must conceive of Education as the art 
of drawing out of a man all that is best and 
most useful in him so that it may be employed 
to the advantage of the community and of 
himself as a member of it. We must regard it 
not as bearing fruit in the science and art of 
earning a livelihood alone, but as yielding the 
science and art of living. It is the means by 
which the individual citizen may be trained to 
make the best use of his innate qualities and 
the means by which the State may be enabled to 
make the best use of its citizens. Spiritually 
conceived it is Plato's *^ turning of the soul 
towards the light ' ' ; materially conceived it is 
Napoleon's ** open career to talent." In any 
case it is of great democratic interest, for indeed 
a wise democratic Government is impossible 
without it. — The Right Hon. H. A. L. Fisher, 
President of the Board of Education. 



;UL 18 1919 



RHAGAIR. 

Lie a gwaith addysg y bobl yw cymhwyso 
gwyr a gwragedd y wlad hon at dasg dinas- 
yddiaeth. Gelwir ar bawb i fyw, gelwir ar lawer 
i farw, dros eu cyd-ddynion. 

Rhaid i ni feddwl am Addysg fel y gallu 
hwnnw sy'n tynnu o ddyn yr hyn sydd oreu a 
mwyaf defnyddiol ynddo, er mwyn ei ddefnyddio 
er budd cymdeithas, ac er ei fudd yntau sy'n 
aelod ohoni. Rhaid i ni edrych ar Addysg, nid 
fel petli yn dwyn ffrwyth yng ngwyddor a chelf 
ennill ein tamaid yn unig, ond fel peth sy'n rhoi 
gwyddor a chelf byw. Addysg yw moddion 
disgyblu dinesydd fel y gwnelo'r defnydd goreu 
o'r hyn sydd ynddo, a'r moddion alluoga'r 
wladwriaeth i wneud y defnydd goreu o'i 
dinasyddion. Mewn ystyr ysbrydol darlunia 
Plato ef — ^* troi'r enaid tua'r goleuni '^ ; mewn 
ystyr faterol desgrifir ef gan Napoleon — ** llwybr 
agored i dalent, " Prun bynnag yw, y mae o 
ddyddordeb mawr i'r werin, oherwydd, yn wir, 
nis gellir cael Llywodraeth werinol ddoeth 
hebddo. — Y Gwir Anrhydeddus H. A. L. Fisher, 
Llywydd y Bwrdd Addysg, 



(635) (iii) 



NOTE. 

The Suggestions contained in this publication are 
intended to serve as a draft. They are subject to revision 
in the light of experience and of any representations for 
their improvement which may be received from Local 
Education Authorities, or other bodies or persons interested 
in Education in Wales. 

Readers desirous of further information on the subject 
matter of the Suggestions, or of any projected Scheme under 
the Education Act, 1918, are requested to communicate with 
the Principal Education Officer of the area in which they 
are interested and not with the Board of Education. 

Additional copies of the pamphlet may be obtained as 
stated in the imprint on back of cover. Orders should not 
be addressed to the Board of Education, 



(iv) 



EDUCAT ION IN WALES 

Circular Letter from the Board of Education 

(Welsh Department) to the Local Education 

Authorities of Wales. 

IN Circular 1057, issued on 8th August, 1918, the Local 
Education Authorities of Wales were informed that 
a small Committee, on which would be included 
representatives of the Authorities, would be appointed by 
Mr. Fisher to advise the Board as to the suggestions which 
might be put forward to Authorities for the arrangement 
of the schemes to be submitted by them under the 
Education Act, 1918. That Committee has now concluded 
its deliberations, and the attached Suggestions, which have 
been approved by the Board, are the result of its labours. 

2. — In commending the Suggestions to the careful con- 
sideration of the Local Education Authorities of Wales, 
and of all others into whose hands they may come, the 
Board of Education desire to make it clear that they are 
intended to facilitate the work of the Authorities, and not 
in any way to fetter the latter in the difficult task, to which 
they have now to apply themselves, of giving effect to the 
intentions of the Act and of developing the public system of 
education in Wales in the manner most conducive to the 
national interest. To what is contained in the Suggestions 
the Board think they may, perhaps, usefully add a few 
supplementary observations on matters of detail. 

AGRICULTURAL EDUCATION. 

3. — It will be observed that the Suggestions do not in- 
clude any proposals for the exercise by an Authority of the 
power to provide education in rural or agricultural subjects 
of the type which is supervised and aided by the Board of 
Agriculture and Fisheries and not by the Board of Education. 
It is understood that the Board of Agriculture and Fisheries 
will (if they have not already done so) invite Local Education 



EDUCATION IN WALES 



Authorities for county areas to submit to them schemes 
for the provision of agricultural education of this character. 
The proposals submitted to the Board of Agriculture in reply 
to this invitation should not therefore be included in any 
scheme which is submitted for the formal approval of the 
Board of Education pursuant to Section 5 of the Education 
Act, 1918, but the Board will be glad to receive, for their 
information only, and not as part of the scheme, a copy of 
the documents in which those proposals are set out. These 
documents might appropriately be made uniform in size with 
the scheme submitted to the Board of Education so as to 
facilitate their use in connection with the latter. On the 
other hand the Authority's proposals for the provision of 
rural education in Elementary and Secondary Schools, of 
courses in agricultural subjects planned for students under 
1 6 or 1 7, as well as of courses for the training of teachers 
employed in schools and classes aided by the Board of 
Education, whatever the subject of instruction may be and 
whatever the status of the person by whom the instruction 
is given, will of course find their appropriate places in the 
scheme which the Authority will submit to the Board of 
Education. 

ARRANGEMENT AND FORM OF SCHEME. 

4. — Introduction to Scheme. — In the view of the Board it 
is very desirable that the scheme (or the main scheme if 
more than one is to be submitted), which will necessarily 
enter into considerable detail, should be prefaced by an intro- 
duction containing, — besides statistical information as to the 
number of children and young persons for whose education 
the Authority are responsible and a brief account of the prin- 
cipal characteristics of the area and of the occupations of 
its population, — 

(i) Such a survey of the educational needs (so far as the 
powers of the Authority extend) as will indicate in broad 
outline the Authority's conception of the educational provision 
which is judged to be suitable for the area according to 
present day ideals and standards ; 

2 



CIRCULAR LETTER 



(ii) A summary statement showing how far the existing 
provision goes in the way of meeting these needs ; 

(m) A statement arising out of the comparison of these 
two statements \A/hich will serve as a guide, not only for the 
Board and the Authority but for other persons and bodies 
interested, as to the work of development and expansion 
required during the next decade or thereabouts. 

5. — This introduction to the scheme proper should be 
written with a view to publication and in a manner likely 
to interest parents and other bodies concerned as well as the 
general public. Hence, in areas in which Welsh is spoken 
it will be desirable that it should be circulated in Welsh as 
well as in English. 

6. — The detailed Scheme. — The detailed scheme to be 
submitted for the formal approval of the Board will then 
form the second part of the Authority's statement. It is 
believed that the Suggestions appended hereto will assist 
Authorities in drawing up a clear and intelligible statement 
of the ideals at which they aim, as well as of the particular 
proposals by means of which they hope to realise those ideals. 
Moreover, the consideration of the scheme of an Authority 
will be facilitated, and its permanent value enhanced, if it has 
been drawn up in conformity with some general plan. The 
Board trust, therefore, that the advantage of the adoption of 
a uniform plan of arrangement and of printing (as to which 
see page 36) will be generafUy recognised throughout Wales. 

7. — The scheme should contain concrete and definite 
proposals as regards those matters of pressing urgency which 
require to be dealt with during the first few years after the 
Appointed Day. Proposals upon matters of less immediate 
urgency will be regarded by the Board as more provisional 
in character and as open to such detailed discussion at leisure 
as may lead to the submission of definitive proposals as the 
time approaches for immediate action. 

8. — it is recognised that the scheme cannot conveniently 
set out all the details which are necessary — immediately or 

3 

(635) c 



EDUCATION IN WALES 



ultimately — for the purposes of the Authority's and the 
Board's administration. It is not desirable to overload it with 
particulars which, especially in branches of the educational 
service which are new or rapidly developing, will quickly 
become out of date. Some particulars, e.g.^ those relating to 
the purchase of sites, and plans of buildings, must obviously 
be furnished from time to time as the proposals of the 
Authority mature. Again, the actual annual programme of 
Part-time Day and Evening Classes under the Regulations 
for Technical Schools, etc., which is required both for pur- 
poses of inspection and administration, will be more con- 
veniently dealt vv/ith separately as a document supplementary 
to the scheme. The distinction between the "comprehensive 
and systematic plan " mentioned in Article 2 of the Revised 
Draft Regulations for Technical Schools, etc., and the 
''Annual Area Scheme" referred to in Article 15 of such 
Regulations, corresponds broadly to the distinction here drawn 
between the contents of a scheme submitted under the Act 
and such supplementary detailed statements as may be sub- 
sequently furnished. Similarly, in the sphere of the School 
Medical Service, where considerable developments may be 
expected, the administrative details for the prograimme of 
work may properly be reserved for a supplementary state- 
ment. Experience will show how the line between the 
scheme proper and the supplementary statements may most 
conveniently be drawn. 

9. — ^he Scheme in operation. — The Authority will realise 
that, while periodical review of the scheme is necessary, its 
continual alteration year by year is impracticable. On the 
other hand material must be furnished not only to facilitate 
effective inspection but also to enable the Board to judge 
how far actual performance is keeping pace with intention, 
and for this purpose a less formal and more elastic procedure 
than that of the statutory scheme is essential. When the 
scheme is approved the supplementary details will naturally be 
worked out by the Authority in consultation with the Board. 

10. — Dv^^atters of immediate urgency. — In view of the need 
for matters which are now urgent being taken in hand and 

4 



CIRCULAR LETTER 



dealt with at once it will be understood that it is not desired 
— nor indeed will it be permissible — that they should be 
postponed until a scheme has been actually submitted and 
approved^ though the importance of dealing with every 
problem in the light of surrounding or related facts can 
hardly fail to be recognised. 

1 1 . — ^Additional information. — In vie\A/ of the detailed 
requirements of Section 4 of the Act, it will be convenient 
if any scheme submitted by an Authority is supplemented 
by an additional statement as to the proceedings which have 
led up to its submission. This statement should indicate 
what representations, if any, have been made to the 
Authority by parents and other bodies or persons interested, 
what measures have been adopted to ascertain their views 
and what steps have been taken to give publicity to the 
Authority's proposals. The Council of a County should also 
explain the measures they have taken to consult the Councils 
of Boroughs or Urban Districts within their area which have 
powers under Part ill. of the Education Act, 1902, and should 
furnish the report required to be made under Section 4 of 
the Act of 1918 as to the co-operation which is to be 
anticipated from each such Part 111. Authority in regard to 
matters of common interest. 

12. — Features of special interest to Wales, — In addition to the 
matters to which it is suggested that attention should be 
given, the Board would welcome in Local Education 
Authorities' schemes some indication of the provision made 
in the schools in their areas for the teaching of an enlightened 
Patriotism both in connection with the observance of the 
National Anniversary of St. David's Day and at other times, 
and for the inculcation of Temperance. In regard to both 
these subjects public opinion is ripe, and Wales is prepared 
for more definite proposals on the part of Education 
Authorities than have yet reached the Board. 

\^,— Conferences. — It has been represented to the Board 
that it would serve a useful purpose if the Permanent 
Secretary of the \A/elsh Department and the Chief Inspector 



EDUCATION IN WALES 



of Education in Wales could, at an early date, meet Local 
Education Authorities for the purpose of discussing the 
educational problems now facing them. The Board are 
prepared to act on this suggestion and to consider favour- 
ably any application for such meetings which may reach 
them from Local Education Authorities. 




'^i% 



o^^^^^^^^aJK^ 




WELSH DEPARTMENT, BOARD OF EDUCATION, 

WHITEHALL, S.W. 1. St. David's Day, 191$ 



SUGGESTIONS FOR SCHEMES 

SUGGESTIONS for the PREPARATION of SCHEMES 

to be submitted by Local Education Authorities in Wales to 
the "Board of Education pursuant to the Education Act^ 191 8. 

FIRST PART 

AIM OF THE ACT.— The purpose of the Education Act 
^ of 1 9 1 8 is " the establishment of a national system of 
public education available for all persons capable of 
profiting thereby/' and its guiding principle is a recognition 
of the unity of all forms of educational provision. The Act 
entrusts to the County and County Borough Councils " the 
duty of providing for the progressive development and com- 
prehensive organisation of education " within their own areas, 
it therefore gives the Education Authorities of Wales a 
unique and long-desired opportunity of taking a great step 
forward in efficiency and unity ; and the future of Wales 
will depend largely on the response. 

SOME NEW FEATURES— The Act extends the power 
of the Education Authority in many directions, it gives 
enforcing and enabling powers, it removes disabilities, it 
minimises opposition. In elementary education every child 
between the ages of five and fourteen is to be in school, 
the course can be extended downwards to younger infants 
by providing nursery schools and upwards to young persons 
by providing more advanced education. For those who 
leave school. Elementary or Secondary, before they 
are sixteen, a system of part-time compulsory education 
eventually up to eighteen is to be established in continuation 
schools. Education can be supplemented by providing 
holiday or school camps, playing fields, swimming baths, and 
other facilities for physical and social training. Means are 
to be taken to enable children to obtain the fullest benefit, 
physically and mentally, from their education. Medical 
inspection and service are to be extended throughout the 
whole system — some children are to have exceptional 
methods of education required by peculiarities of body or 
mind ; physical exercises are encouraged to be taught 
throughout ; arrangements can be made for children in 



EDUCATION IN WALES 



exceptional difficulties through remoteness of home or other 
disabilities. Child labour is further restricted. Schools are 
to be open to efficient public inspection. All compulsory 
education is free, and no child or young person shall be 
debarred from receiving the benefits of any form of edu- 
cation by which they are capable of profiting through 
inability to pay fees. The training of teachers is to be more 
varied, aid can be given for investigations for the advance- 
ment of learning and research. The limit for higher 
education rates in the counties is taken away ; 'more 
generous grants are offered, not less than half of the 
approved expenditure of the Authority. Authorities can 
combine and co-operate in forming and carrying out their 
systems. 

EDUCATION SCHEMES.— In contributing to a national 
system of public education the first important duty of the 
Authority will be to make a scheme shov^/ing ho\A/ they 
intend to perform their duties and exercise their powers. 
Among the chief aims of the schemes will be (I) to give 
Local Authorities a clear view of their duties and po\A/ers, 
and an ever-present description of the ideals they have set 
before themselves and of the ways and means of realising 
them ; (2) to enable the Central Authority to see what each 
Local Education Authority is doing ; (3) to instruct and in- 
spire the public, so as to secure the sympathy and support 
necessary for carrying out a far-reaching system of edu- 
cational facilities. 

The scheme should be inspiring in spirit and outlook. 
It should describe, not what is immediately attainable alone, 
but the ideal system to be aimed at; the public needs the 
guidance of a progressive and far-reaching scheme, drawn 
up at this great opportunity, in order to learn what can be 
done eventually and to prepare itself for any necessary 
effort or sacrifice. 

The development of education is entrusted to Local 
Education Authorities separately or in co-operation with 
each other. Co-operation will become closer and more 
efficient in \A/ales in the future owing to the strong desire 
to create a Welsh national system of education. 

8 



SUGGESTIONS FOR SCHEMES 

In order to help Local Education Authorities so to 
prepare their schemes that they may be of national as well 
as of local use, a number of detailed suggestions are offered 
in the following pages and in the Second Part and the 
Appendix. They may not all be relevant to any one 
Authority, but the perusal of them may be useful as indi- 
cating what may be done. It will, of course, be understood 
that the Scheme submitted by the Council of a Borough or 
Urban District possessing Part III. powers will relate only 
to the matters specifically within its jurisdiction. 

It is suggested that, in the first place, the Authority 
should survey the needs of their area, their duties towards 
these needs, and the powers they possess. They might then 
map out their system of education, taking first the great 
mass of the young population \A/hich leaves school for work, 
partly or wholly, between fourteen and sixteen, the most 
essential institutions being the Elementary School and the 
Continuation School ; and then those who require a more 
specialised education. While deciding upon the system of 
education, the importance of medical inspection and 
guidance should be closely studied, not only with regard to 
the teaching of physical exercises and the care of the 
health of children and young persons, but in order to get 
advice concerning buildings and equipment, and also con- 
cerning such matters as the size of type in books for children 
of various ages. Having decided upon an ideal system of 
education and provided for medical advice, the Authority 
would consider what buildings are necessary, and what 
kinds and disposition of buildings are the best. They would 
pay attention, not only to fresh air and light, but to the 
orientation of the building and the educative character of 
the scenery which the school \A/indows may command. 
They would, while making the buildings healthy and com- 
fortable, abstain from making them so expensive, so solid 
and permanent, as to prevent the next generation from 
having the freedom necessary to the introduction of better 
methods of teaching. The equipment of schools should 
then be studied afresh, and the school rooms should be 
made more homelike in character. As it may be necessary 



EDUCATION IN WALES 



in the future to find accommodation in the same buildings 
for children and young persons of widely differing ages, it is 
probable that school furniture of a more varied and easily 
removable character will be necessary. Light chairs and 
tables may largely dispossess the heavier, more uniform, 
and less comfortable desk. It is of vital importance that the 
peculiar problems of Welsh education should be considered 
carefully and sympathetically, not only the study of the 
geography and history and literature of Wales and the 
provision of opportunities for securing special proficiency in 
modern languages where the children are already bilingual 
but the development of subjects that have been neglected 
though NA/^elsh children have an aptitude for them, such 
as music, art and handicraft. It is dangerous to take for 
granted that no neglect can befall subjects in which an 
alert and patriotic people are keenly interested, the 
Authorities will find that NA/elsh educational institutions have 
been too timid or too ill-informed to do justice to the more 
national aspects of Welsh education. Attention should be 
given to the restriction of the premature employment of 
children, and to satisfactory school attendance. Finally, the 
Authority will consider what expert inspection and advice will 
be necessary in order that they may keep in touch with the 
working of their system and see in the light of experience 
how it should be developed and modified. 

SOME PROBLEMS.— Among the numerous problems that 
will occupy the attention of the Authorities in forming their 
schemes it is desirable to call attention to a few important 
points. 

In determining the character of the education given in 
any locality, the industries with which the children are most 
familiar should always be borne in mind, not so much in 
order to prepare the children for these industries, but in 
order to base what they are taught on what they know 
already. 

(i) The Tlace of ^gricuLure .- — As one example, no industry 
enters so much into the life of children and into literature as 
agriculture. The youngest children should be in the open 

10 



SUGGESTIONS FOR SCHEMES 



air as often as possible, and should be taught to observe the 
ways of animals and flowers. Every rural school should 
have its garden, the playground of every town school should 
have at least its trees. Nature study should form a large 
part of the work of children, the playground should be more 
of a laboratory for the subject. Manual work and arithmetic, 
and for older children botany and biology, are easily 
illustrated from country life. In secondary education an 
agricultural bias given, not only to chemistry and geography, 
hut to literature and history, is consistent with the most 
perfect general education. In Continuation Schools the 
application of science to farm work, and the direct teaching 
of agriculture, should find an important place. 

(2) Education of Children over 12. — The twelfth year of 
a child has been generally regarded in Wales as the 
transition year from the Elementary to the Secondary School 
and when children pass to a Secondary School advanced 
instruction is provided for them. But it is also important that 
advanced instruction, suitable to their age and intelligence, 
should be provided for those who remain in the ordinary 
elementary school or pass on to a central school. 

(3) The Continuation Schools. — The most striking feature of 
the new system will probably be the Continuation School. 
In some localities it will be one of the more central 
Elementary Schools, with a more complete and more 
advanced top, under the supervision of the headmaster of 
the Elementary School. In other localities it will be an 
independent central school, in a separate building, and with' 
a headmaster of its own. But no strict uniformity is possible 
or desirable, the needs of the young persons of each locality 
will give its character to the school. Neither can uniformity 
of curriculum be aimed at. While it is very important that 
the attention of the Authorities should be given to the train- 
ing of teachers for Continuation School work, it should be 
iborne in mind that fortunately there is in Wales a great 
variety of suitable teachers, apart from teachers specially 
trained for these schools, and over and above trained 
elementary school teachers, secondary school teachers, and 



<635) 



EDUCATION IN WALES 



teachers who have specialised on further education. Among, 
them are County Council lecturers on agricultural subjects^ 
teachers of art and music, cultured students of Welsh literature 
of whom there has been no lack from tim€ immemorial, 
graduates who have some time to spare from the services of 
higher education and the professions. Vocational subjects 
will undoubtedly be well looked after. Cultural subjects 
for the leisure hours of the various classes in Wales should 
take a prominent place. The subjects in the old literary 
institutions, which formed the continuation schools of the 
past, were mainly literature and theology. Some of the 
cultural subjects which raised the tone of thought in Wales. 
in the past might be introduced into the Continuation Schools,. 
and teachers of them could be found easily. For example,. 
the learning of New Testament Greek is not unknown 
among young Welsh workmen. It is required for the 
further efficiency of teaching in the Sunday School, the most: 
typically Welsh and, in some respects and particularly in 
certain districts, the best organised, and the most efficient 
of Welsh educational institutions. 

Instead of Continuation Schools for the part-time edu- 
cation of young persons between fourteen and eighteen, the 
Act allows full-time education up to sixteen. Attendance 
could be made compulsory up to fifteen, and the parents^ 
belief in education might enable them to keep their children 
in school for one final year, in spite of the temptation of 
immediate wages. The two systems would be amply 
justified ; the choice between the two will depend, not so> 
much on their theoretical merits as upon what the Authority 
will find possible. 

(4) Existing Intermediate Education. — Care should be taken 
that new schools should not injure the excellent Intermediate 
and Secondary Schools which have done so much for 
Wales. No injury is anticipated. The indirect effects on 
these schools of the new schemes, when in full operation^ 
will be two — their pupils will be more numerous because 
many parents will prefer a full-time course of education 
ending at sixteen to a part-time course ending at eighteen ; 

12 



SUGGESTIONS FOR SCHEMES 

and the organisation of the school will be much simpler and 
more efficient because all the pupils will be induced to stay 
for practically the minimum full course. The County Inter- 
mediate Schools must form a very important part of the 
County scheme. Whether relations between the Authority 
and these Schools are close enough and necessary control 
strong enough (whether under the County Scheme under 
the Welsh Act or under Part 11 of the Education Act, 1902), 
to ensure the full and appropriate utilisation of them and to 
fit them into the Authority's educational system requires 
careful consideration. A statement of the arrangements to 
be made for a satisfactory settlement of relations should be 
included in the scheme. 

(5) Social Training. — The supplementing and reinforcing 
of means to promote social training are among the powers 
of the Authority. In rural Wales attempts are being made to 
make the home life of young persons more attractive and 
village institutes have been established in some villages to 
supplement home life. In the larger villages of the rural 
districts and in the towns the limited amenities of the small 
and crowded homes need to be supplemented by larger and 
more comfortable buildings containing libraries and rooms for 
physical exercises. The great work done by the Young 
Men's Christian Association and kindred bodies, in buildings 
on every possible scale and of every variety of type, will 
show the Authority that much can be done and often at 
very little expense, in this important direction. 

(6) Special Schools, — The problem of providing adequately 
and appropriately for the special treatment and education 
of the blind, deaf, and physically and mentally defective 
children is one which in Wales can only be solved by 
effective co-operation between Local Education Authorities. 
The peculiar position of children of this class who come 
from NA/elsh-speaking homes should be carefully borne in 
mind and every effort requires to be made to secure them 
the special instruction they need under conditions congenial 
to their antecedents. In particular it is important that their 
education should include the use and study of their home 
language. 

13 



EDUCATION IN WALES 



AWGRYMIADAU 

ar haratoi cynlluniau iw cyflwyno gan zAwdurdodau tAddysg 
yng CKghymru i Fwrdd Addysgy yn ol T)eddf Addysg 191 8. 

AMCAN Y DDEDDF. — Nod Deddf Addysg 1918 yw 
^ sefydlu cyfundrefn o addysg gyhoeddus yng 
nghyrraedd pawb fedr gael budd oddiwrthi, a'i heg- 
wyddor arweiniol yw fod holl ffurfiau addysg yn un a 
chytun. Ymddiried y Ddeddf iV Cynghorau Sir a 
Bwrdeisdref y ddyledswydd o ddarpar ar gyfer dadblygiad 
cynhyddol addysg, a'i drefniad llawn, yn eu hardaloedd- 
Rhydd felly i Awdurdodau Addysg Cymru gyfleustra, 
digymar a hir-ddisgwyliedig, i roddi cam mawr ymlaen 
mewn effeithiolrwydd ac undeb ; a dibynna dyfodol Cymru i 
raddau pell ar y fantais gymerir arno. 

RHAl AGWEDDAU NEWYDDION.— Estyn y Ddeddf 
allu'r Awdurdodau Addysg mewn llawer cyfeiriad, rhydd 
hawl a dewis i weithredu, symud anhawsterau, lleiha 
wrthwynebiad. Gyda golwg ar addysg elfennol, y mae 
pob plentyn rhwng pump a phedair ar ddeg oed i fod yn yr 
ysgol ; a gellir estyn y cwrs yn ol at fabandod drwy sefydlu 
ysgolion mamaeth, neu ymlaen i oed pobl ieuainc drwy 
ddarparu addysg uwch. Tr rhai sy'n gadael yr ysgol, 
elfennol neu ganolraddol, cyn bod yn un ar bymtheg oed, 
rhaid trefnu addysg orfodol am ran o'u hamser hyd ddeunaw 
oed mewn ysgol barhad. Gellir ychwanegu at ysgol drwy 
ddarparu gwersyll ysgol, cae chware, baddonau nofio, a 
chyfleusterau ereill at hyfforddiad corfforol a chymdeith' 
asol. Rhaid gofalu fod plant yn cael y budd mwyaf oddiwrth 
eu haddysg, i gorff ac enaid.Rhod dir arolygiaeth a gwasan- 
aeth meddygol trwy'r holl gyfundrefn — rhaid i rai plant wrth 
ddulliau addysg eithriadol oherwydd nodweddion eithriadol 
corff neu feddwl; rhaid dysgu ymarferiadau corfforol i bawb ; 
trefnir ar gyfer plant mewn anhawsterau eithriadol, megis 
pellter ffordd neu ryw anallu araJl. Cyfyngir ychwaneg 
ar lafur plant. Argymhellir ysgolion i fod dan arolygiaeth 
gyhoeddus effeithiol. Mae pob addysg orfodol yn rhydd ; 

14 



SUGGESTIONS FOR SCHEMES 

ac ni cha anallu i dalu am addysg rwystro plant na phobi 
ieuainc i gael yr addysg y gallant gael budd oddiwrthi. Y 
mae hyfforddiad athrawon i fod yn fwy amrywiol ; gellir 
rhoi cymorth i ymchwiliadau er hyrwyddo dysg. Ni chyfyngir 
fel cynt ar allu'r siroedd i dalu am addysg uwchraddol ; 
rhoddir yn fwy hael, o leiaf banner treuliau cydnabyddedig 
yr Awdurdod Addysg. Gall Awdurdodau ymuno a chyd- 
\A/eithio wrth drefnu a gwe'nyddu addysg. 

CYNLLUNIAU ADDYSG.— Wrth roddi eu rhan i gyfun^ 
drefn addysg genhedlaethol, dyledswydd gyntaf yr 
Awdurdod Addysg fydd ffurfio cynllun, i ddangos pa fodd 
y maent am gyflawni eu dyledswyddau a rhoddi eu 
galluoedd ar waith. Ymysg prif amcanion y cynlluniau y 
mae (1) rhoi i'r Awdurdodau Lleol eu hunain olwg glir ar 
eu dyledswyddau a'u gallu, a disgrifiad fyddo beunydd o 
flaen eu llygaid o'r delfrydau v maent wedi osod o'u blaenau, 
ac o'r ffyrdd aV moddion a gymerant i'w cyflawni ; (2) 
galluogi Bwrdd Addysg i weled beth y mae pob Awdurdod 
Addysg Lleol yn wneud ; (3) addysgu ac ysbrydoliV cyhoedd, 
er mwyn sicrhau cydymdeimlad aV eynhorthwy y rhaid eu 
cael \A/rth weinyddu cyfundrefn bell-gyrhaeddol o gyfleu- 
sterau addysg. 

Dylai'r cynllun fod yn llawn ysprydiaeth. Dylai ddes- 
grifio, nid yn unig beth ellir wneud ar un waith, ond beth 
y gellir ymgyrraedd ato ; y mae ar y cyhoedd angen am 
arweiniad cynllun cynhyddol a phell-gyrhaeddol, cynllun 
wedi ei ffurfio yn y cyfle pwysig hwn, er mwyn deall beth 
ellir wneud, ac er mwyn paratoi ei hun at bob ymdrech ac 
aberth angenrheidiol. 

Ymddiriedir dadblygiad addysg i Aw^durdodau Addysg 
Lleol ar eu pennau eu hunain, neu mewn cyd-weithrediad 
a'u gilydd. Daw cyd-weithrediad yn agosach ac yn fwy 
effeithiol yng Nghymru yn y dyfydol oherwydd y dymuniad 
cryf am greu cyfundrefn addysg genhedlaethol Gymreig. 

Er mwyn cynorthwyo Awdurdodau Addysg Lleol i 
baratoi eu cynllun fel y bydd o ddefnydd cenhedlaethol yn 
ogystal a lleol, cynhygir nifer o awgrymiadau manwl yn y 

15 



EDUCATION IN WALES 



llyfryn hwn. Gallai nad ydynt i gyd yn gymhwysadwy at 
bob Awdurdod Lleol, ond gall eu darllen ddangos beth ellir 
wneud. Ni ddisgw/lir i gynllun a gyflwynir gan Gyngor 
Bwdeisdref neu Ddosbarth Trefol, yn meddu galluoedd 
Rhan 111 o Ddeddf Addysg 1902, berthyn ond i faterion sydd 
o fewn ei awdurdod. 

Awgrymir y dylai'r Awdurdod, yn y lie cyntaf, gymeryd 
golwg ar anghenion eu hardal, ar eu dyledswyddau tuag 
atynt, ac ar y gallu feddant. Yna gallent dynnu amlinell o'u 
cynllun addysg, gan gymeryd i ddechreu doreth y boblogaeth 
ieuanc sy'n gadael yr ysgol am eu gwaith, yn gyfangwbl 
neu'n rhannol, rhwng pedair ar ddeg ac un ar bymtheg, aV 
ysgolion mwyaf hanfodol i'r rhai hyn, sef yr Ysgol Elfennol 
aV Ysgol Barhad ; ac yna y rhai sy'n gofyn addysg fwy 
arbennig. Tra'n penderfynu beth fydd y gyfundrefn addysg, 
dylid manwl ystyried pwysigrwydd arolygiaeth ac arweiniad 
meddygol, nid yn unig gyda golwg ar ddysgu ymarferiadau 
corfforol a gofalu am iechyd plant a phobl ieuainc, ond i 
gael cyfarwyddyd ynglyn ag adeiladu a dodrefnu, ac ynglyn 
a phethau fel maint llythrennau cyfaddas i lygaid plant o 
wahanol oedran. \A/edi penderfynu ar y gyfundrefn addysg 
a pha fodd i gael cyfarwyddyd meddygol, dylai'r Awdurdod 
benderfynu pa adeiladau sy'n angenrheidiol, a pha fath 
adeiladau yw'r goreu. Talant sylw, nid yn unig i ddigon o 
awyr iach a goleuni, ond i safiad yr ysgol ac i werth addysgol 
y golygfeydd ellir weled o'r ffenestri. Tra'n gwneud yr 
adeiladau'n iach a chyfforddus, dylent ymgadw rhag eu 
gwneud mor gostus, mor gadarn a pharhaol, fel ag i gymeryd 
oddiar y genhedlaeth nesaf y rhyddid sy'n ofynnol i ddwyn 
i arferiad ddulliau addysg gwell. Yna dylid ail ystyried 
dodrefnu ysgol, dylid gwneud yr ysgol i gyd yn fwy tebyg 
i gartref. Gan y bydd raid trefnu yn y dyfodol yn yr un 
adeilad ar gyfer plant a phobl ieuainc, o oed tra gwahanol, 
mae'n debyg y bydd raid cael dodrefn ysgol o ddull 
mwy amrywiol, a haws eu symud. Hwyrach y cymer 
cadeiriau ysgeifn a byrddau le'r ddesc drom, unffurf, lai 
cysurus. Y mae o'r pwys mwyaf fod anghenion neilltuol 
addysg Cymru yn cael y sylw mwyaf gofalus a llawn 
cydymdeimlad, nid yn unig astudio daearyddiaeth a hanes a 

16 



SUGGESTIONS FOR SCHEMES 

llenyddiaeth Cymru a pherffeithio plant dwy-ieithog mewn 
dysgu ieithoedd, ond rhoi eu lie i faterion sydd wedi eu 
hesgeuluso er fod gan blant Cymreig duedd atynt, megis 
cerddoriaerh, y celfau cain, a gwaith Haw. Y mae perygl 
cymeryd yn ganiataol nas gellir esgeuluso yn yr ysgol bethau 
y cymer cenedl lygadog a gwladgarol ddyddordeb ynddynt ; 
gwel yr Awdurdodau fod sefydliadau Cymreig wedi bod yn 
rhy ofnus neu heb ddigon o wybodaeth i wneud cyfiawnder 
ag agweddau mwyaf cenedlaethol addysg Cymru. Dylid 
talu sylw iV cyfyngiad ar roi plant mewn gwaith yn rhy 
gynnar, ac i bresenoldeb boddhaol yn yr ysgol. Yn olaf 
ystyria'r Awdurdod pa arolygiaeth a chyfarwyddyd fedrus 
fydd yn ofynnol, fel y cad wont lygad ar eu cyfundrefn 
addysg, ac fel y gwelont yng ngoleuni profiad pa fodd y 
dylid ei dadblygu neu ei newid. 

RHAl PETHAU NEILLTUOL.— NA^rth benderfynu pa 
f ath addysg sydd i'w roddi mewn unrhyw le, dylid cofio pa 
ddiwydiannau y gwyr y plant fwyaf am danynt, nid yn 
gymaint er mwyn paratoiV plant ar gyfer y diwydiannau 
hynny, ond er mwyn sylfaenu y peth ddysgir iddynt ar y 
peth a wyddant yn barod. 

(i) I^le zAmaethyddiaeth mewn Addysg. — Er esiampl, nid oes 
unrhyw ddiwydiant yn cymeryd cymaint o le ym mywyd 
plant, ac mewn llenyddiaeth, ag amaethyddiaeth. DylaiV 
plant ieuengaf fod yn yr awyr agored mor ami ag sydd 
bosibl, a dylid eu dysgu i syl\A^i ar ddulliau blodau ac 
anifeiliaid. Dylai fod i bob ysgol wledig ei gardd, dylai 
chwareule pob ysgol dref gael o leiaf ei choed. Dylai 
astudio natur ffurfio rhan fawr o addysg plants dylaiV 
chwareule fod yn fwy o weithdy at y pwrpas. Mae'n 
hawdd dysgu gwaith lla\A/ a rhifo i blant bach, a llysieuaeth 
a bywydeg i rai hyn, trwy gyfeiriadau at fywyd y wlad. 
Mewn ysgolion canolraddol y mae addysg a'i ogwydd 
at amaethyddiaeth, nid yn unig mewn pynciau fel fferylleg 
a daearyddiaeth, ond mewn llenyddiaeth a hanes — yn hollo! 
gyson a'r addysg gyf fredinol fwyaf perffaith. Mewn ysgolion 
parhad, dylai cyfaddasu'r gwyddorau at waith amaeth\A/r, a 
dysgu amaethyddiaeth ei hun, gael lie pwysig. 

17 



EDUCATION IN WALES 



(2) Addysg plant dr OS ddeuddeg oed. — Yr arferiad cyffredin 
yng Nghymru yw cymeryd y ddeuddegfed flwyddyn fel 
biwyddyn symud o'r ysgol elfennol iV ysgol ganolraddol ; a. 
phan symuda plant i'r ysgol ganolraddol darperir addysg 
uwch iddynt. Ond y mae darparu addysg uwch i blant 
sy'n aros yn yr ysgolion elfennol neu'n mynd ymlaen iV 
ysgolion canolog, cyfatebol i'w hoed a'u gallu, yn bwysig 
iawn hefyd. 

(3) Yr Ysgolion Parhad. — Agwedd fwyaf tarawiadol y 
gyfundrefn newydd, yn ol pob tebyg, fydd yr Ysgol Barhad. 
Mewn rhai mannau lleolir hi yn un o'r ysgolion elfennol 
mwyaf, gyda dosparthiadau uchaf llawnach a phellach 
ymlaen, dan arolygiaeth prifathro yr ysgol elfennol. MewR 
mannau ereill bydd yn ysgol ganolog anibynnol, mewrt 
adeilad ar wahan, a chyda phrifathro o'i heiddo ei hun. 
Ond nid y\N unf furf iaelh foel yn bosibl nac yn ddymunol ; 
bydd anghenion pobl ieuainc pob lie yn penderfynu nod\A/edd 
eu hysgol. Ac ni fydd unffurfiaeth materion yn yr ysgolion. 

Y mae'n bwysig hyfforddi athrawon at waith Ysgolior^ 
Parhad, ond dylid cofio fod yng Nghymru, yn ffodus, amryw- 
iaeth mawr o athrawon cyfaddas, heblavv athrawon. 
hyfforddedig ysgolion elfennol athrawon canolraddol, ac 
athrawon sydd wedi ymgydnabyddu a dosbarthiadau rhat^ 
hyn na phlant. Yn eu mysg y mae darlithwyr Cyngor Sir 
ar bynciau amaethyddol, athrawon celf a cherddoriaeth. 
myfyr\A/yr diwylliedig llenyddiaeth Gymraeg nad oes ball ar 
y cyflenwad er cyn cof, graddedigion allant gynhilo amser 
o'u gwasanaeth i addysg uwchraddol neu'r galwedigaethau. 

Y mae'n ddiameu yr edrychir ar ol pynciau sy'n help i fy\A/. 
Dylai pynciau di\A/ylliant, ar gyfer oriau hamdden y Cymry^ 
gael lie amlwg hefyd. Pynciau yr hen gyfarfodydd llenyddoL 
y rhai oedd ysgolion parhad yr amser fu, oedd llenyddiaeth 
a diwinyddiaeth yn bennaf Geliid dod a rhai o'r pynciau 
diwylliant gododd ansawdd addysg Cymru, ddyddiau fu, i'r 
ysgolion parhad eto ; a geliid cael athrawon yn hawdd. Er 
esiampl, nid yw dysgu Groeg y Testament Newydd yn beth 
anadnabyddus ymysg llafurwyr Cymreig ieuainc. Mae ei 
eisiau er mwyn effeithiolrwydd pellach yn addysg yr Ysgol 



SUGGESTIONS FOR SCHEMES 

Sul y sefydliad mwyaf Cymreig, ac mewn rhai agweddau 
ac yn enwedig mewn rhai mannau, y goreu ei drefn a'r 
mwyaf effeithiol o bob sefydliad addysg Cymreig. 

Yn lleV ysgoiion parhad i gyfrannu addysg am ran amser 
i bobl ieuainc rhwng pedair ar ddeg a deunaw, gellir yn ol 
y Ddeddf roi addysg am amser llawn hyd un ar bymtheg. 
Gellir gwneud presenoldeb yn orfodol hyd bymtheg, a gallai 
cred rhieni mewn addysg eu galluogi i gadw eu plant yn yr 
ysgol am un flwyddyn arall derfynol, er gwaethaf temtasiwn 
cyflogau. Gellir cyfiawnhau y ddwy gyfundrefn ; dibynnaV 
dewis rhyngddynt, nid yn gymaint ar y dyb am eu gwerth 
ag ar beth fydd yn bosibl i'r Awdurdod Lleol ei wneud. 

(4) tAddysg ganolraddol fel y mae. — Dylid gofalu na fyddo 
i*r ysgoiion newyddion wneud niwed iV ysgoiion canol- 
raddol campus sydd wedi gwneud cymaint dros Gymru. 
Ni ragwelir unrhyw niwed. Pan fydd y cynllun dan y 
Ddeddf mewn llawn XA^eithrediad, bydd dau effaith yn 
amlwg ar yr ysgoiion hyn— bydd eu hysgolorion yn fwy eu 
nifer oherwydd bydd yn well gan y rhieni gwrs llawn i'w 
plant hyd un ar bymtheg na chwrs rhannol hyd ddeuna\A/ ; 
a bydd trefn yr ysgol yn fwy syml a mwy effeithiol oherwydd 
yr erys toreth y plant hyd derfyn cwrs byrraf ysgol ganol- 
raddol. Rhaid i'r ysgoiion canolraddol sydd dan y Ddeddf 
Gymreig ffurfio rhan bwysig o'r cynllun sirol. Pa un a 
ydywV cysylltiad rhwng yr Awdurdod aV ysgoiion hyn yn 
ddigon agos a'r dylanwad yn ddigon cryf (dan y cynlluniau 
sir yn ol y Ddeddf Gymreig neu dan Ran 11 o Ddeddf Addysg 
1902) i wneud y defnydd llawnaf a chymhwysaf ohonynt, 
a'u rhoddi i lenwi eu lie priodol yng nghynllun addysg yr 
Awdurdod — y mae hyn oil yn gofyn ystyriaeth fanwl. 
Dylid desgrifio yn y cynllun y moddion gymerir i wneud y 
berthynas yn un ddigonol. 

(5) Addysg Gymdeithasol. — Y mae ychwanegu at foddion 
i roddi addysg gymdeithasol, a chryfhau y rhai sydd, ymysg 
galluoedd yr Awdurdod, Yn rhannau gwledig Cymru 
ymdrechir i wneud bywyd cartref yn fwy atyniadol i bobl 

19 



EDUCATION IN WALES 



ieaainc, ac y mae neuaddau pentref wedi eu sefydlu mewn 
rhai mannau i ychwanegu at gysuron bywyd cartref. Ym 
mhentrefi m\A/yaf y rhannau gwledig, ac yn y trefydd, mae'n 
rhaid ychwanegu at gyfleusterau cysur prin y cartrefi bychain 
gorlawn drwy ddarparu adeiladau mwy, a rhai mwy cysurus, 
yn cynnwys Ilyfrgelloedd, ac ystafelloedd at ymarferiadau 
corfforol. Dengys y gwaith mawr gan Gymdeithas Gristion- 
ogol y Gwyr leuainc a chymdeithasau cyffelyb, yn codi 
adeiladau o bob maint ac o bob math, yn ami ar gost f echan 
iawn, beth fedrir wneud yn y cyfeiriad pwysig hwn. 

(6) Ysgolion UXeilltuoL — Trwy gydweithrediad effeithiol 
rhvA/ng A\A/durdodau Addysg yn unig y medrir gwneud 
darpariaeth addysg lawn a phriodol ar gyfer anghenion 
neilltuol plant deillion, plant byddar, neu rai sy'n gofyn 
addysg wahanol oherwydd neilltuolion corff neu feddwl. 
Dylid cofio yn enwedig am anghenion y plant sy'n dod o 
gartref lie na siaredir ond Cymraeg, a gwneud darpariaeth 
ar eu cyfer sy'n unol a'u bywyd gartref. Yn enwedig 
dylai eu haddysg gynnwys defnyddio ac astudio iaith eu 
cartref. 



20 



OUTLINES OF SCHEMES 



SECOND PART. 
MAIN OUTLINES OF THE HEADS FOR SCHEMES. 



I. 
A SURVEY OF THE AREA. 

II. 
THE AUTHORITY'S EDUCATIONAL SYSTEM. 

A. — Proposed Organisation of the Education— Elementary and 
Continued — of Children and of Young Persons who will enter 
into employment between the ages of 14 and 16, and who 
form the great mass of the young population, in 
i. Nursery Schools. 

ii. Schools for Infants, Younger Children, Older Children, 
iii. Statutory Continuation Schools. 

B. — Proposed Organisation of the Education of the several classes of 
children, young persons and others with widely varying 
requirements, other than the ordinary classes, in 
i. Special Schools, 
ii. Secondary Schools, 
iii. Further Education. 

C. — Supply, Education and Training of Teachers. 
D. — ^Aid for Research. 
E. — University Education. 

III. 

THE PROMOTION OF THE HEALTH AND WELFARE 

OF CHILDREN AND YOUNG PERSONS. 

IV. 
SCHOOL BUILDINGS. 

V. 
EDUCATIONAL EQUIPMENT 

VI. 
CHOICE OF EMPLOYMENT 

VII. 
THE PECULIAR NEEDS OF WALES. 

VIII. 
SCHOOL ATTENDANCE. 

IX. 
INSPECTION. 

21 



EDUCATION IN WALES 



SECOND PART : HEADS OF SCHEMES. 
I.— A Survey of the Area. 

[NOTE — The area may be either (1) an area under a County Council (a) for Higher 
Education and {b) for Eleiientary Education, or (2) a County Borough or, (3) the 
area of the Council of a Borough or Urban District which is a Local Education 
Authority for Elementary Education under Part Ml of the Education Act, 1902^ 
The only information required from the Council of a Borough or Urban District: 
is that relating to the exercise of its powers as a Part 111 Authority.] 

i. — A descriptive survey by the Authority of the area and its 
population, including — 

(1) A statement as to the cultural traditions and needs of the 
population, the social and economic conditions in which their 
lives are led, the geographical conditions and communications of 
the area, and the way in which the educational provision andi 
administration are thereby affected. 

(2) A statement as to the principal occupations in the Part IIll 
area, indicating for each the parts of the area in which it is con- 
centrated, the practice as to apprenticeship or other entry into the 
occupation, and any important changes (other than transitory 
changes due to war conditions) which have taken place since the 
last census as regards their organisation, or the number, age or sex of 
employees. 

(3) A statement as to any important changes since the last census, 
or anticipated in the future, in the child population of the Part ill 
area and in the young person population in the Part II area as a 
whole, indicating in each case the particular localities, if any, \n 
which a rapid rise or decline in the population is expected. 

ii. — A statement as to (1) the existing educational provision for 
the area, indicating the extent to which the various types of 
education are supplied or aided by means of endowments; (2) the 
additional provision considered necessary in order that the 
educational needs of the area can be adequately met. 

iii. — An estimate of (1) the number of children between 5 (or 6) 
and 14 (or 15) resident in the Part ill area at the date the scheme 
is submitted, giving the figures, if possible, at each year of age ; 
(2) the number of such children who are attending school, dis- 
tinguishing between the types of school they attend ; (3) the number 
of children between 5 (or 6) and 14 (or 15) resident outside the 
Part III area who are attending Public Elementary Schools 
maintained by the Authority ; (4) the number of boys and girls over 
14 (or 15) and of children under 5 (or 6) who are attending Public 
Elementary Schools maintained by the Authority. 

iv. — An estimate, if possible, at each year of age, of (1) the 
number of young persons between 14 (or 15) and 18 years of age 

22 



HEADS OF SCHEMES 



resident in the Part II area; (2) the number of young persons re^ 
f erred to in (1) who are attending full-time instruction in a School 
recognised by the Board as efficient or are otherwise under suitable 
and efficient full-time instruction. 

V. — -Methods (actual and proposed) of consulting and co-operating 
with bodies and institutions within the Authority's area that are 
partly or wholly independent of it, such as Part III Authorities (in 
the case of a County area), the Governing Bodies of Secondary 
Schools, Libraries, Art Galleries and bodies representative of the 
-commerce and industries of the area, and for securing co-operation 
between the Part II and Part III Authorities. 

vi. — Methods of enlisting the interest of parents and others in the 
schemes of the Authority. 

vii. — Methods of consulting other Authorities with regard to 
joint provision of schools, short courses, interchange of teachers, 
transference of scholars and bursars, mutual use of special schools 
and institutions, supply and training of teachers, formation of joint 
committees. 

viii. — Arrangements with University and other institutions for 
co-operation in the provision of lectures and classes for children, 
young persons and others for whom instruction by such means is 
suitable, e.g., in art, music, health and social welfare, revival of 
village industries, etc. 

ix. — -Methods of utilising and aiding juvenile welfare organisations. 

X. — The administrative arrangements of the Authority, its officers, 
its committees, its procedure, including the methods of financing 
elementary and higher education, and arrangements as to rating in 
Part III areas and other districts of the county area. 

II.— The AUTHORITY'S Educational System. 

A. — Proposed Organisation of the Education, Elemejttary 
and Continued, of children and of young persons who 
enter into employment between the ages of 14 and 
16, and together form the great mass of the young 
population — 

i. NURSERY SCHOOLS. 

ii. SCHOOLS FOR INFANTS. YOUNGER CHILDREN, OLDER 
CHILDREN. 

1. Policy as to the lower and upper limits of age (§ 8(1), (2) and 
<4)*E.A., 1918). 

2. Proposed organisation of elementary education in the area. 
{a) Policy as to the size of classes and departments. 

"* Throughout these Heads of Schemes, the Education Act, 19 1 8, is referred to as E. A., 1918. 

23 



EDUCATION IN WALES 



(6) Provision of practical instruction suitable to the ages, abilities 
and requirements of (i) boys and (it) girls, to be made by 
means of central or other special classes or otherwise, with 
the basis, if any, on which the amount of the provision is 
determined (§ 2 (1) (a) (i), E.A., 1918). 

(c) Provision of advanced instruction to be made for older or 
more intelligent children by means of (i) central schools; 
{it) other types of provision; and the basis, if any, on which 
the supply of such instruction is determined (§ 2(1) (a) (ii), 
E.A., 1918). 

(d) Arrangements for observing and dealing with dull or back- 
ward children. 

(e) Principles, if any, for determining in the case of new or 
reconstructed schools for both boys and girls the choice 
between various methods of organisation into departments, 
e.g., (t) Infants' departments, i.e., up to 7 or 8 years of age, or 
Junior departments, i.e., up to 9 or 10 years of age ; (ii) Mixed, 
dual or separate departments for older children; and for 
determining the choice between men and women for head 
teacherships and assistantships in departments of various 
types. 

3. Proposals for establishing and maintaining a Teaching Service 
adequate in number and suitable in qualifications for carrying out 
the Authority's policy. 

{a) Proposed procedure for bringing into operation the Authority's 
policy : (i) as to the size of classes, so far as it affects the total 
number of teachers ultimately required in the service ; (ii) as 
to the standards of staffing ultimately to be established for 
various types of school in the area; {Hi) as to the proportion 
in which the total staff ultimately contemplated is to consist of 
Certificated Teachers, Uncertificated Teachers and teachiers 
of other grades, distinguishing between men and women. 

(b) Provision for maintaining an adequate staff of Supply Teachers 

throughout the year, 
(e) Provision of teachers (i) for practical instruction, and (it) for 

advanced instruction. 

(d) The extent to which intending teachers are to be admitted as 
Pupil Teachers and Student Teachers. 

(e) Arrangements for encouraging teachers to extend their 
professional knowledge by granting time off for improvement 
of qualifications, by formation of teachers' libraries, etc. 

(/) Proposals of the Authority as to the remuneration of 
teachers. 

24 



HEADS OF SCHEMES 



4. Proposals as to Scholarships and Maintenance Allowances 
for Scholars in public elementary schools over 12 years of age. 
a 11 Education (Administrative Provisions) Act, 1907, and §24, 
E.A., 1918). 

5. Proposed arrangements for dealing with children from 
remote homes or in exceptional circumstances (§21, E.A., 1918). 

6. Proposed arrangements for administering the law relating to 
the employment of school children (§§ 13 and 15, E.A., 1918) — 

(a) Establishment and administration of bye-laws. 

(b) Supervision of employed children. 

(c) Special arrangements for children employed in playing or 
performing. 

7. Co-ordination of Public Elementary Schools with Schools 
forming part of the system of higher education (§2 (1) (c), 
E.A., 1918). Proposed arrangements. 



iii. STATUTORY CONTINUATION SCHOOLS. 

1. Continuation Schools on the basis of voluntary attendance. 

(a) Proposals for establishing Continuation Schools of the type 
contemplated by the Education Act, 1918, on the basis of 
voluntary attendance during the daytime (whether by 
arrangement with employers or otherwise) in anticipation of 
the Appointed Day for compulsory attendance. 

{b) Proposals for the continuance pending the Appointed Day of 
junior part-time courses in the evening, or in the day-time, on 
lines different from those of the Continuation Schools 
contemplated by the Act. 

(c) Proposals for providing during the seven years following the 
Appointed Day, day or evening part-time courses of various 
types suitable for students of 16 to 18 years of age. {See 
also 11, iii., 1 a (in), page 27.) 

2. Proposed organisation of Continuation School System. 

(a) Approximate numbers of boys and girls to be admitted 
annually. 

(6) Arrangements for formation of Advisory Committees con- 
taining employers and workpeople. 

(c) Types of courses to be provided for boys and girls respectively 
and their local distribution ; arrangements for selecting the 
school and the course of instruction to be attended by the 
pupils and for giving effect to Section 10 (9) of the Education 
Act, 1918; methods of grading pupils in the courses of 
instruction taken by them. 

25 



EDUCATION IN WALES 



(d) Hours of attendance to be required in the year and their 
distribution. 

(e) Arrangements for physical training (§ 3 (I), E. A., 1918). 
(/) Policy as to size of schools and of classes for different 

subjects. 

ig) Arrangements for co-operation between Authorities in 
respect of pupils resident in one area and employed in 
another. 

(h) Arrangements for the local management of the schools and 
for the inclusion in Part III areas of representatives of the 
Part 111 Local Education Authority (§ 3 (3) E.A., 1918). 

(i) Arrangements for securing the co-operation of Universities in 
the provision of lectures and classes for pupils for whom 
instruction by such means is suitable (i 3 (2) E.A., 1918). 

(y) A^rrangements for (t) Holiday and School Camps (§ 17 E.A„ 
1918); (u) developing corporate life by means of clubs, 
games, formation of old scholars' associations, etc., and for 
enlisting the co-operation of juvenile vA/elfare organisations; 
(in) encouraging voluntary evening attendance for further 
study, supervised homework, or recreative subjects, whether 
in the Continuation Schools or at institutions for Further 
Education. 

3. Teachers. 

(a) Proposed basis as to (i) hours of teaching per week, and 
(ii) number of weeks' employment in the year, on which 
Continuation School staffing is to be determined. 

(b) Number of men and women teachers (including organising 
teachers, if any) of various types, and qualifications to be 
employed. 

(c) Proposals as to the remuneration of teachers. 



B.— Proposed organisation of the education oj the several 
classes of children and young persons and others with 
widely varying requirements, other than the ordinary 
classes, 

i. SPECIAL SCHOOLS for children requiring during part or the 
whole of their course, methods other than the ordinary 
methods of education : Blind, Deaf, Physically Defeaive, 
Mentally Defective, and Epileptic Children. 

[A general statement of the L.E.A.'s policy alone need be given here: details should 
be furnished under III, page 32J 

26 



HEADS OF SCHEMES 



ii. SECONDARY SCHOOLS PROVIDING (a) COURSES FOR THOSE 
WHO REMAIN FOR A MINIMUM PERIOD OF FOUR YEARS 
(6) ADVANCED COURSES FOR CHILDREN BETVv/EEN 16 AND 18. 

1, Proposed organisation of Secondary Education in the area, 
including the provision to be made in schools not provided by the 
Authority. 

{a) Statistical estimate of the supply of Secondary School accom- 
modation required for the area. 

(b) Procedure for ascertaining local needs. 

(c) Types of Secondary Schools which will be included in the 

provision available for ^he area and principles for different 
tiation in respect of aim, curriculum {e.g., agriculture, mining), 
length of course, provision for Advanced Courses or other 
advanced work. 

(d) Proposals for co-ordination of schools of different types and 
arrangements as to transfer of individual scholars. 

(e) Proposals for re-arrangement of supply by amalgamation of 
schools or otherwise. 

(/) Proposals for co-operation with other Authorities as to the 
provision or maintenance of schools or otherwise. 

(g) Proposals for additional provision of schools and hostels to 
be made by the Authority, or by other bodies, with a view 
to establishing an adequate, appropriate and accessible 
supply of Secondary Schools for the area. 

2. Arrangements for administering the schools. 

(a) Procedure for stimulating the interest of parents and others 

in the work of the schools. 
{b) Methods of regulating admission with a view to establishing 

a suitable entrance siiandard, facilitating classification, and 

securing an adequate duration of school life. 

(c) Arrangements as to Governing Bodies of (i) provided schools 
and (ii) Intermediate Schools, their relations with the 
Authority and mode of securing the carryi^ng out in both 
classes of schools of the policy as set out above. 

(d) Arrangements for treating non-provided schools within or 
without the area as part of the local system including the 
conditions and methods of aiding such schools. (§4 (3), 
E.A., 1918). 

(e) Scales of fees or other charges in respect of the pupils in the 
different types of school included in the local system. 

3. Aid to Pupils. — Proposed provisio^n for securing that children 
and young persons capable of b2>nefiting by education in a 

27 



EDUCATION !N WALES 



Secondary School shall not be debarred therefrom through inability 
to pay fees (§4(4), E.A., 1918) and otherwise for aiding pupils, 
by means of — 

(a) Scholarships and free places (in addition to those of School 
and Scholarship Foundations), with particulars as to number, 
distribution, value, tenure, limitation as to age, area, income, 
methods of award, distinguishing also between {i) Entrance, 
{it) Internai {iii) Leaving Scholarships ; 

(b) Special allowance for maintenance, travelling or boarding 
whether to Scholarship holders or others; 

(c) Aid to Scholarship holders, free place holders, or other pupils 
transferred or removing from school to school within the area 
or from a school in the area to a school outside the area or 
vice versa. 



4. Remuneration of Teachers. 



iii. FURTHER EDUCATION SUPPLEMENTARY TO THAT GIVEN IN 
ELEMENTARY, CONTINUATION AND SECONDARY SCHOOLS. 

1 . Proposed system of Further Education for the area. 

(a) Provision to be made, whether by the Authority alone or in 
conjunction with other Authorities having powers under the 
Education Acts or by other bodies, with a view to the 
establishment of a system of Further Education available to 
students in the area by means of (i) Junior Full-time Courses, 
lasting for 2 years or more, planned to give children leaving 
Elementary Schools preparation for particular occupations 
(including artistic occupations) ; (ii) Senior Full-time Courses 
in preparation for particular occupations (including artistic 
occupations) for pupils leaving Secondary Schools after 
reaching the standard represented by the First School Exam- 
ination ; (iii) Senior Part-time Courses planned for students 
who have left Secondary and Continuation Schools, or who 
are exempt from attendance at Continuation Schools, dis- 
tinguishing between — 

(d) vocational courses; 

(l3) courses in liberal subjects, e.g., literature, history, 

sociology, mathematics, pure science, music 

art, etc.; 
(y) courses in practical subjects (i) domestic subjects; 

(a) other practical subjects such as handicrafts 

and gardening; 
(5) courses in physical training. 
28 



HEADS OF SCHEMES 



and by means of 

(iv) courses for adult students, e.g. — 

(d) University Extension Lectures. 

(/3) tutorial classes under the supervision of a University 

or University College. 
(y) other classes established by organisations interested 
in the promotion of liberal studies. 

(b) Policy with regard to institutions, etc., not provided by the 
Authority which supply Further Education for students in 
the area. 

(c) Arrangements for enabling qualified students to attend special 
or more advanced courses outside the area. 

(d) Arrangements for (i) securing and developing the educational 
uses of museums and libraries; (u) developing the educational 
activities of local Eisteddfodic, Literary, Historical, Archaeo- 
logical, Scientific, Musical, Artistic and Dramatic Associations. 

(e) Arrangements for enlisting the co-operation and interest of 
employers and work people in connection with courses 
related to the needs of particular occupations. 

(/) Arrangements as to fees. 

2. The position of each of the principal institutions in the local 
system of Further Education : 

(a) The scope of the work of each Local College or School of 
Art, indicating in outline which of the types of work mentioned 
in 1 (a) above are provided for ; 

(b) The scope of the work of each Junior full-time school to be 
conducted outside the premises of local Colleges or Schools 
of Art. 

3. Proposals for aid to Pupils and Students: 

(a) Provision for securing that children and young persons capable 
of benefiting by attendance at schools or courses of instruction 
in places of Further Education shall not be debarred there- 
from through inability to pay fees (Section 4 (4), E.A., 1918). 
and otherwise for aiding pupils and students by means of 
(0 Scholarships and free places (in addition to those of School 
and Scholarship Foundations) with particulars as to number, 
distribution, value, tenure, limitation as to age, area, income, 
methods of award, distinguishing also between entrance, 
internal and leaving Scholarships ; (it) Special allowances for 
maintenance, travelling or boarding, whether to Scholarship 
holders or others. 

29 



EDUCATION IN WALES 



(b) Provision for enabling pupils and students capable of benefiting 
by attendance at educational institutions of special type 
(e.g., for sea training) to attend non-local institutions for the 
purpose. 

4. Teachers. Proposals as to their remuneration. 

5. Agricultural Education. {See paragraph 3 of the Board's 
Circular Letter.) 



C. — Supply, Education and Training of Teachers, 



1. PROPOSED ARRANGEMENTS FOR THE RECRUITMENT AND 
PRELIMINARY EDUCATION AND TRAINING OF TEACHERS. 

1. Proposed annual recruitment by the Authority of boys and 
girls intending to be teachers, indicating the attention which has 
been given to such local needs as — 

(a) the maintenance of the existing number of adult teachers in 
the Elementary Schools; 

(6) the requirements as to increase in number and improvements 
in quality of Elementary School staffs arising through 
(i) changes in the extent of the obligation to attend school full 
time; {ii) proposals for the ultimate replacement of Supple- 
mentary or Uncertificated Teachers by teachers with higher 
qualifications; (iii) the Authority's policy as to the size of 
classes ; 

(c) the requirements of Part 111 areas within the county; 

{d) the requirements of schools other than Elementary Schools; 
and to the possibility of using the local opportunity of 

[e) contributing to national, as distinct from local, requirements. 

2. The number of the intending teachers referred to in 1. who 
will obtain their preliminary education by the normal method of 
attending full-time at a Secondary School {a) up to the age of 17 at 
least; or (6) up to ths age of 16 at least, followed by pupil 
teachership for two years. 

3. The number of the intending teachers referred to in 1. who 
will obtain their preliminary education under arrangements sup- 
plementary to the normal method, distinguishing between those 

(a) transferred under special conditions from Elementary Schools 
to Secondary Schools at or about the age of 14 ; 

{h) instructed in independent Pupil Teacher Centres or in classes 
preparatory to such Centres ; 

30 



HEADS OF SCHEMES 



(c) instructed in Pupil Teacher Centres attached to central or 
other Elementary Schools ; 

(d) instructed under arrangements specially approved for the 
recognition of pupil teachers in rural areas for 3 or 4 years. 

4. Provision of Bursarships or other allowances in connection 
with the arrangements for preliminary education. 

5. Arrangements for the preliminary practical training of 
intending teachers including arrangements for co-operation between 
the Part 11 and Part III Local Education Authorities. 

6. Methods of making known to parents and others the prospects 
of the teaching profession and the local opportunities for entering it. 

ii. PROPOSED PROVISION FOR TRAINING OF TEACHERS. 

1. Arrangements for assisting persons intending to be teachers 
in Elementary Schools, Special Schools, or Secondary Schools to 
proceed to University Training Departments or to Training Colleges, 
distinguishing between 

(a) grants to students ; 

(b) grants to institutions in consideration of reservation of places; 

(c) other methods of supplying or aiding the supply of facilities 
for training. 

2. Arrangements for providing or aiding the provision of 
training for intending teachers of 

(a) art ; 

(6) domestic subjects; 

(c) handicraft; 

(d) physical exercises ; 

or for aiding students to obtain such training. 

3. Arrangements in contemplation as to the training of persons 
intending to teach in Continuation Schools — 

(a) Co-operation with Universities in respect of the training of 
graduates in full-time courses. 

(6) Other provisions for supplying or aiding the supply of training 
in full-time courses of at least one year's duration. 

(c) Provision of short full-time or part-time courses in Technical 
Schools or elsewhere for — {i) teachers in Secondary or 
Elementary Schools desirous of qualifying themselves for work 
in Continuation Schools ; (ii) teachers with Evening School 
experience; {in) persons without teaching experience but 
with knowledge of industries, commerce, domestic subjects, 
gardening, physical exercises, music, art, Greek (New 
Testament), etc. 

31 



EDUCATION IN WALES 



id) Arrangements to enable persons whose previous experience 
has been in teaching to make themselves acquainted with 
industrial or commercfal conditions. 

ie) Allowances to enable students to attend {i) University 
departments for the training of graduates ; {ii) other full- 
time courses of at least one year's duration ; (m) short full- 
time courses; {iv) part-time courses. 

4. Arrangements in contemplation as to the training of persons 
intending to teach in technical schools. 

5. Arrangements in contemplation as to the training of persons 
intending to teach in nursery schools. 

iii. PROPOSED PROVISION FOR PERSONS ALREADY ENGAGED IN 
TEACHING. 

1. Provision of short full-time or part-time courses specially 
planned for teachers. 

2. Facilities offered for the attendance of teachers at 

(a) full-time courses at University Training Departments, 

Training Colleges, or other central institutions. 
ib) short full-time courses at home or abroad. 
(c) local part-time courses. 

3. Facilities for enabling teachers to visit other schools for 
observation. 

[N.B. — Courses or facilities intended for Uncertificated Teachers or SuppUmentary 
Teachers should be distinguished from those intended for teachers already possessing 
degrees, certificates or diplomas.] 



D.— Aid for Research (§23, E.A., 1918). 

Proposals for exercising the power of the Authority to aid 
teachers and students to carry out investigations for the 
advancement of learning or research in or in connection with 
an educational institution, and with that object to aid educational 
institutions. 



E. — University Education. 

i. PROPOSALS FOR AIDING THE SUPPLY OF UNIVERSITY 
EDUCATION. 

1. By grants for general maintenance. 

2. By grants in respect of places reserved for students nominated 
by the Authority. 

32 



HEADS OF SCHEMES 



3. By grants for erection of premises or for equipment. 

ii. PROPOSALS FOR AID TO STUDENTS, 

Provision to be made by the Authority (in addition to that made 
on local School and Scholarship Foundations) for enabling young 
persons who cannot pay fees to obtain education in University 
institutions, and for other aid to students attending University 
institutions. 

HI.— The Promotion of the Health and Welfare of 
Children and Young Persons. 

i. proposals for GETTING EXPERT MEDICAL ADVICE ON 
matters bearing on the HEALTH AND WELFARE OF 
CHILDREN. 

1. The organisation of physical training. 

2. The provision of drying rooms, dining rooms, evening play 
centres, etc. 

3. The selection of school furniture, after consultation on, e.g., 
the comparative merits of chair and desk. 

4. The effect of unsuitable glass in windows, or of unsuitable 
type in reading books, on the eyesight of children. 

ii. SCHOOL MEDICAL SERVICE. 

1. Proposals as to constitution, organisation and development of 
school medical service, 

2. Proposals for — 

(a) Inspection of children. 

(b) Following up. 

(c) Treatment, e.g., eyes, teeth, tonsils and adenoids, and minor 
ailments; and remedial exercises. 

(d) Medical observation and supervision of em.ployed children 
(§ 15, E.A., 1918.) 

(e) Dealing with uncleanliness. 

(/) Dealing in consultation with the Sanitary Authority with 
infectious diseases and other matters of common interest. 

ig) Medical investigations as to dull or backward children. 

(h) Ascertaining what children (whether in attendance at school 
or not) are blind, deaf, physically defective or epileptic, for 
the purpose of the Special Acts. 

(0 Ascertaining what children are defective within the meaning 
of the Mental Deficiency Act, 1913, and notifying suitable 
cases to the Local Control Authority in accordance with the 
M.D. (Notification of Children) Regulations, 1914. 

3. Special Schools. Proposals for enabling the following classes 
of children to obtain suitable education in certified schools : — 

{a) blind children, including partially blind • 
(b) deaf children, including partially deaf ; 

33 



EDUCATION IN WALES 



(c) physically defective children, including delicate children for 
\A/hom an open-air school is desirable; 

(d) mentally defective children; 

(e) epileptic children. 

4. Proposed arrangements for the medical inspection and 
treatment (§ 1 8, E.A., 1 9 1 8) of children and young persons attending — 

(a) Secondary Schools. 

(b) Continuation Schools. 

(c) Other educational institutions (not being Elementary Schools). 

iii. PROVISION OF MEALS. 

1. Provision of meals for school children attending Public 
Elementary Schools. 

Proposals for — 
(a) accommodation and equipment and the service of meals ; 
{b) making the provision available for children whose parents 
can defray the cost of meals ; 

(c) dealing with special needs as occasion arises, e.g., at times 
when there is exceptional unemployment ; 

(d) associating the School Medical Service with the work of 
feeding school children. 

2. Provision of meals for school children attending other schools. 

iv. ORGANISATION OF SOCIAL AND PHYSICAL TRAINING. 

1. In connection with Public Elementary Schools — 

(a) Proposed provision for {i) organising physical training, 
including swimming and children's games ; lit) vacation 
schools and classes (§ 13, Education (Administrative Pro- 
visions) Act, 1907); (iii) evening play centres (§ 13, Education 
(Administrative Provisions) Act, 1907) ; (iv) holiday and 
school camps (§ 17, E.A., 1918); (v) playing fields and 
school swimming baths (§ 17, E.A., 1918); (vi) other social 
and physical training (§ 17, E.A., 1918). 

(b) Proposed arrangements, if any, for utilising the assistance of 
Juvenile NA/elfare Organisations. 

2. Proposed arrangements for the Social and Physical training 
of persons attending Continuation Schools, Secondary Schools and 
educational institutions other than Elementary Schools (§ 17, E.A., 
1918). 

V. NURSERY SCHOOLS. 
Proposals for — '■ 

(1) Supplying or aiding the supply ; 

(2) Attending to the health, nourishment and physical welfare of 
the children. 

34 



HEADS OF SCHEMES 



IV.— School Buildings. 
Proposals as to school buildings with a view to carrying out the 
Authority's policy. 

i. ELEMENTARY SCHOOLS. 

1 . Proposals (including those of Non-provided School Managers) 
for the better utilisation of existing school buildings by means of the 
amalgamation of schools or redistribution of children, including 
redistribution in non-provided schools of the same denominational 
character in the same locality. (§31, E.A., 1918). 

2. Proposals (including those of Non- provided School Managers) 
for dealing systematically with the provision of the school accommo- 
dation required for the carrying out of the Authority's policy by 
means of a programme arranged in order of urgency for 

{a) additional Schools or Departments ; 

(6) replacement of existing buildings; 

(c) additions to existing buildings; 

id) remodelling or improvement of existing buildings; 

(e) provision or extension of playgrounds ; 

(/) provision of special rooms or special centres for practical 

instruction ; 
ig) provision of school gardens ; 
(h) provision of school baths ; 
(i) provision of teachers' houses or hostels, 
ii. CONTINUATION SCHOOLS. 

Proposals, including any proposals of bodies or persons other than 
the Authority for 

(1) the use or adaptation of existing buildings, 

(2) the provision of new buildings, 
iii. SECONDARY SCHOOLS. 

Proposals for securing adequacy of school accommodation, in- 
cluding gymnasiums, rooms for manual work and domestic subjects, 
libraries and reading rooms, and laboratories. 

iv. TECHNICAL AND OTHER SCHOOLS AND INSTITUTIONS FOR 

FURTHER EDUCATION. ' 
Proposals in order of urgency for providing suitable accommo- 
dation for the purposes of the local scheme of Further Education 
(including proposals of bodies other than the Authority) distinguishing 
.between proposals concerniag the premises of 
(a) Local Colleges, 
(6) Schools of Art, 

(c) Junior full-time schools, 

(d) Other centres of instruction. 

v.— Equipment. 
i. Arrangements for reaching and maintaining a proper standard 
as regards sufficiency and suitability of school furniture, books, 
apparatus and materials suitable to Nursery Schools, Elementary 

35 



EDUCATION IN WALES 



Schools, Continuation Schools, Secondary Schools, Junior Technical 
Schools, Local Colleges, Schools of Art, and other centres of 
instruction. 

ii. Arrangements for the comfort and well-being of children 
coming daily from a distance, e.g., by provision for the drying of 
clothes or taking of meals in the school buildings. 

iii. Arrangements for providing and maintaining school libraries 
suitable and necessary to the schools, and for central reference 
libraries for teachers, also for utilising public libraries. 

VI.— Choice of Employment. 
Proposed arrangements under the Choice of Employment Act, 
1910, including arrangements for the co-operation of Part 111, Local 
Education Authorities. 

Vll.— The Peculiar Needs of Wales. 
i. Proposals for securing for the Welsh language its proper 
place in the system of education, e.g., especially 

1. In Infants' Schools. 

2. In Schools for the deaf and blind. 

3. In the training of teachers. 

ii. Proposals for education in neglected subjects for which 
Wales has a special aptitude, e.g.: 

1. Welsh literature and history. 

2. Music. 

3. Art and crafts. 

VIII.— School Attendance. 

i. at elementary SCHOOLS. 

Proposed improvements, if any, in the provision made for 
ascertaining the number and distribution of children of school age in 
the area and for securing regular and punctual attendance and 
ascertaining cause of absence. 

ii. AT CONTINUATION SCHOOLS. 

Arrangements for securing regular attendance (§ 3 (2), E.A., 
1918) and for dealing with claims for exemption (§ 10 (2) and (3) 
E.A., 1918). 

iii. GENERAL. 

Proposed arrangement for controlling and testing the registration 
of attendance and the accuracy of returns made to the Authority or 
to the Board of Education. 

IX.— Inspection. 

Proposed methods for keeping in touch with the working of the 
system of education — by means of the chief education officer, 
inspectors, and organising teachers — so that the Authority may know 
continually whether the progressive development and comprehensive 
organisation required by the E.A., 1918, is being attained, 

36 



APPENDIX 



APPENDIX. 

DETAILED GUIDANCE AS TO PRINTING AND PUBLICATION. 



PRINTING. 
All schemes should be printed and, in view of the national im- 
portance of the subject of Welsh Education, it is very desirable that 
they should be uniform in size and format. 

Unless this suggestion be generally adopted it will be 
impossible for Public and College libraries to place on their 
shelves, and so make readily available for general reference by 
the public and by students, complete sets of all the Welsh 
Schemes under the Education Act, 1918. 

SIZE, FORMAT, Etc. 
The size suggested as most convenient, and which it is hoped 
will in every case be adopted, is medium 8vo (6 ins. x 9i ins.). A 
suggested Title Page for all Schemes is given on the next page. 

If this suggestion be generally acted on, all the Schemes for 
Wales will be uniform in size with the Welsh Department's 
Area Reports and other official publications in connection with 
\A/hich they \A/ill be constantly used. 

PUBLICATION (TWO STAGES). 

(a) Of the Authority s Proposals. — Section 4 (2) of the Act requires 
that a Local Education Authority shall, among other things, "take 
such steps to give publicity to their proposals as they consider 
suitable or as the Board of Education may require." 

(b) Of their Scheme. — In order that copies of the Scheme, when 
approved by the Board of Education, may be made available for the 
public at a reasonable price, the type of the proposed Scheme should 
be kept standing until the Board's approval has been received. After 
that it will be desirable that the Scheme, as approved, should be 
placed on sale at several centres in the area. 

A copy of every Scheme should be forwarded, on publica- 
tion, to the National Library of Wales, Aberystwyth. It is also 
desirable that the local libraries should not be overlooked in this 
connection. 

MAPS. 

Every Scheme submitted to the Board of Education would gain 
in value if illustrated by a map or maps. These might preferably be 
(a) one (of the usual type) of the area, supplemented by (6) a skeleton 
map on which has been marked the salient features (rail\A/ays, rivers, 
mountains, etc.) of the area and the educational institutions embraced 
within its borders, and (c) the 6 -inch Ordnance Map to illustrate 
any local problem. 

Any conventional signs used to indicate the educational 
provision of the area on the maps should be clearly explained. 

37 



SPECIMEN TITLE PAGE 



COUNTY OF FLINT 



EDUCATION ACT, 1918 



SCHEME 



OF THE 



OUNTY COUNCIL 



C 

SHOWING 



the mode in which their duties and 
powers under the Education Acts 
are to be performed and exercised, 
NA/hether separately or in co- 
operation with other Authorities 



As submitted to the Board of Education 
pursuant to the Education Act, 1918 



MOLD 

1919. 



EDUCATIONAL PUBLICATIONS 

In the preparation of Schemes for submission to the Board of 
Education, Pursuant to the Education Act, 1918, Local Education 
Authorities may find it convenient to consider the following special 
publications, in addition to the various Acts of Parliament and the 
more familiar Regulations and Reports, etc., of the Board. 

SPEECHES BY THE PRESIDENT (THE RT. HON. H, A. L. FISHER, MP.)* 
On Education Estimates, 1 9th April, 1917, Id, (By post, 2d.) 
On Education Bill, 1917: 

Introduction, 10th August, 1917, Id. (By post, 2d.) 
At Manchester, 25th September, 1917, Id. (By post, l|d.) 
At Liverpool, 2nd October, 1917, Id. (By post, Hd.) 
At Bradford, 2nd November, 1917, Id. (By post, \\A.) 

REPORT OF THE COMMITTEE ON JUVENILE EDUCATION IN RELATION 
TO EMPLOYMENT AFTER THE WAR: 

Interim Report [Cd. 8374], ^d. (By post. Id.) 

Final Report, Volume I. [Cd. 8512], 6d. (By post, 8d.) 

„ Volume II. (Evidence) [Cd. 8577], 9d. (By post. Is.) 

INTERIM REPORT OF THE CONSULTATIVE COMMITTEE ON SCHOLAR- 
SHIPS FOR HIGHER EDUCATION, 1916 [Cd. 8291]. 
\\6, (By post, 64d.) 

REPORT OF THE DEPARTMENTAL COMMITTEE FOR ENQUIRING INTO 
THE PRINCIPLES WHICH SHOULD DETERMINE THE CONSTRUCTION OF SCALES 
OF SALARY FOR TEACHERS IN ELEMENTARY SCHOOLS [Cd. 8939]. 
Volume 1. Report, 6d. (By post, 8d.) 

REPORT OF THE DEPARTMENTAL COMMITTEE ON SCALES OF 
SALARIES IN SECONDARY AND TECHNICAL SCHOOLS, ETC. [Cd. 9140]. 
6d. (By post, 8|d.) 

REPORT OF THE COMMITTEE APPOINTED BY THE PRIME MINISTER 
TO ENQUIRE INTO THE POSITION OF MODERN LANGUAGES IN THE EDUCA- 
TIONAL SYSTEM OF GREAT BRITAIN [Cd. 9036], 
9d. (By post. Hid.) 

REPORT OF THE COMMITTEE APPOINTED BY THE PRIME MINISTER 
TO ENQUIRE INTO THE POSITION OF NATURAL SCIENCE IN THE EDUCATIONAL 
SYSTEM OF GREAT BRITAIN [Cd. 9011]. 
9d. (By post, lid.) 

REPORT OF THE COMMITTEE APPOINTED BY THE PRESIDENT OF 
THE BOARD OF EDUCATION TO CONSIDER AND ADVISE AS TO BUILDINGS 
WHICH WILL BE REQUIRED FOR COMPULSORY CONTINUATION SCHOOLS 
[Circular 1086]. 
3d. (By post, 4d.) 

REPORT OF THE ROYAL COMMISSION ON UNIVERSITY EDUCATION 
IN WALES: APPENDIX TO FIRST REPORT OF THE COMMISSIONERS, MINUTES 
OF EVIDENCE, OCT., 1916-NOV., 1916, WITH APPENDIX AND INDEX [Cd. 8507]. 
3s, (By post, 3s. 6d.) 

FINAL REPORT OF THE COMMISSIONERS [Cd. 8991]. 
Is. (By post. Is. 3|d ) 

COMMISSION OF ENQUIRY INTO INDUSTRIAL UNREST: No. 7 DIVISION, 

REPORT OF THE COMMISSIONERS FOR WALES, INCLUDING MONMOUTHSHIRE 
[Cd. 8668]. 

6d. (By post, 8d.) 

Note. — All prices are net. 

These publications are not on sale at the Board of Education, but may be purchased 
through any bookseller, or directly from H.M. Stationery Office, at No. I, St. Andrew's 
Crescent, Cardiff, and the other addresses on back of cover. 

*Thesc speeches, together with the Speech at the Lancashire Teachers' Association, 29th September, 
1917, and at the Training College Asscciation, 8th January, 1918, can also be obtained in one volume, 
entitled " Educational Reform Speeches delivered by the Rt. Hon. H. A. L. Fisher, M.P." Price Is. net 
Oxford, Clarendon Press. 

39 



EDUCATION IN WALES 



PATRIOTIC AND OTHER PUBLICATIONS 
OF THE WELSH DEPARTMENT. 

1. DYDD GWYL DEWI (St. David's Day), 13th thousand. 

32pp. Price 3d.; by post 4jd. 

This booklet, which was issued in 1914, contains a sketch, in English and 
Welsh, of the life of the Patron Saint of Wales, Suggestions for Teachers for the 
Celebration of St. David's Day in Public Elementary and Secondary Schools, Items 
for a Programme of a Loan Exhibition illustrative of " Byegone Wales," also, in 
an Appendix entitled "The Myddelton Tercentenary," some notes on Sir Hugh 
Myddelton and "The Myddeltons of Denbigh, or What three XVIth Century 
Welshmen did for Wales, for England, and for the Empire." 

2. ST. DAVID^S DAY (1915). 40th thousand. Price 

6d.; by post 7 id. 

This booklet, published in connection with the 500th anniversary of the death 
of Owen Glendower — "the greatest Welshman that has ever lived" — and the 
100th anniversary of the death of Sir Thomas Picton, contains a foreword and 
dedicatory letter to the Children of Wales, "Some things that every Child in 
Wales should know, ' ' Sketches of the careers of Owen Glendower and General 
Picton, Thomas Moore's "Ode to Picton," a description of the Book of Kells, 
"Our Wales," "The World's Debt to Little Nations" (from Mr. Lloyd George's 
speech to Welshmen on 19 September, 1914), and the story of "Land of my 
Fathers, " with musical score and the Welsh and English words of the national song. 

3. DYDD GWYL DEWI SANT : GWYL GOFFA CYMRU 

1915. i8th thousand. The Welsh edition of booklet 
No. 2. [Now out of print.] 

4. A NATION AND ITS BOOKS (1916). 5th thousand. 

Price Is.; by post Is. 2|^d. 

With four illustrations by Fred Richards, A.R.E., A.RX.A. 

This book contains {inter alia) articles on "The Book in Wales," "On 
the Regard and Care for Books in Wales," by the late Thomas E, Ellis, M.P,, 
" The Story of the National Library of Wales," " Great Thoughts about a National 
Language," together with annotated lists of over 400 books in English and Welsh 
suitable for School and Village Libraries. It also contains some useful 
practical hints to teachers and others on the formation and management of 
libraries and information as to book charities and societies which aid libraries. 
The foreword deals with Libraries as aids to Patriotism. 

5. PATRIOTISM : Suggestions to Local Education 

Authorities and Teachers in Wales regarding the 
teaching of Patriotism (1916). 10th thousand. Price 
3d. ; by post 4 Jd. 

6. CRYNODEB OWERSI AR DDIRWEST, 1910. Pris 

2g. ; gydar post 3g. 
*5^* All the above publications may be obtained as stated 
on back hereof. 



7. NATIONAL SCHEME for the Collection of Rural Lore 
through the medium of the Elementary and Secondary 
Schools and Colleges of Wales (1919). In the press: 
to be issued shortly. 

Copies of this publication only, may be had gratis on application, by post, to 
SIR ALFRED T. DAVIES, K.B.E., C.B., Board of Education, Whitehall, S.W. 1. 

40 



Iil3» J^ ^' 



